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Arkansas Tech University

Middle Level Education

Exit Portfolio

Guidelines, Rubrics, and

Requirements

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THE EXIT PORTFOLIO A Standards-Based Presentation of Evidence for

the Licensure of Beginning Teachers Purpose: The exit portfolio is a performance-based assessment completed during the student internship. It should contain documentation of the essential teaching skills and dispositions as required by the Arkansas Teaching Standards (INTASC Standards) and aligned with the domains of Danielson’s Framework for Teaching used in the Arkansas Teacher Excellence Support System (TESS) and as denoted by the Association for Middle Level Education (AMLE). The contents of the exit portfolio should document reflective practice. To be recommended for licensure, you must successfully complete the exit portfolio. Process: All evidence included in the Exit Portfolio should be developed during your internship

experience. The Exit Portfolio should include select and significant examples of standards-based growth

and performance evidenced through the 4 Exit Portfolio Tasks. The appearance of the portfolio should not overshadow its contents; however, be

professional in presentation caring for organization, technical detail and thoughtful reflection. Choose a format that allows easy access to materials included. Use 12 pt. Times New Roman font and double spacing. Be sure to include your name on the cover or title page.

Products: Rubrics for evaluating the evidence presented in the Exit Portfolio are provided with the guidelines for development. You must complete all portfolio tasks to be recommended for licensure. Any task that is rated below “acceptable” must be revised until satisfactory completion is achieved. Any case of academic dishonesty in completion of the portfolio will be addressed following the procedures outlined in the Arkansas Tech University Undergraduate Catalog. Please refer to the table on the following page, which provides an overview of what is to be included in your exit portfolio. In all education programs, candidates must demonstrate the attainment, in their exit portfolio, of the InTASC Standards and the TESS Domains and criteria. For some programs, certain artifacts are necessary to demonstrate attainment of program standards (e.g., AMLE, CAEP Elementary, etc.).

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ATU Student Internship MLED Exit Portfolio

Framework for Teaching

MLED

Introduction TASK

An AMLE Standards Exit Portfolio Introduction including:

a 3-5 page summary demonstrating that you have met (or exceeded) the professional program standards for AMLE for middle level majors as evidenced in the exit portfolio including citation of specific evidence in the exit portfolio demonstrating that you have met the standards, and

an inclusion of the following in your summary: o Teaming Activities o Use of a Flexible Schedule o Advisory o A Curriculum that Is Challenging, Exploratory,

and Integrative o Consideration of the Developmental

Characteristics of the Young Adolescent o Service Learning Projects, and o Parent Involvement/Community Involvement

Principle A, Standard 1 Principle B, Standards 2 and 3 Principle C Standard 4 Principle D Standard 5

Domain 1 – Planning and Preparation TASK 1

AMLE Standards 1, 2, 4, 5

1a Demonstrating Knowledge of Content and Pedagogy

A Unit Plan including at minimum:

demographic information of the class being taught, a graphic organizer noting what will be taught in the

unit,

a clear rationale for the unit, goals for the unit, a description of the UDL considerations for the

lessons included in the plan,

a description of technology considerations for the lessons included in the plan, and

a set of lesson plans including well-designed objectives and clear delineation of appropriate content and Arkansas Literacy Standards.

A Case Study concerning a young adolescent

Principle A Standard 1 Elements a, b, and c

Standard 2 Standard 5 Principle A Standard 1 Elements a, b, c, and d Principle C Standard 4 Principle D Standard 5

1b Demonstrating Knowledge of Students

1c Setting Instructional Objectives

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

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1f Designing Student Assessments

Assessment(s) to be used in the unit plan including a table/matrix showing how your objectives are matched to the test items and/or the performance assessment requirements.

Formal (see description in TASK 1 section) Informal (see description in TASK 1 section)

Principle A Standard 1 Element c

Principle C Standard 4 Elements b and c


MLED

Domain 2 – The Classroom Environment and Domain 3 – Instruction TASK 2

AMLE Standards 1, 2, and 4

2a Creating an Environment of Respect and Rapport

Lesson plan of the lesson taught including: o well-designed objectives and clear delineation of

appropriate content and Arkansas Literacy Standards

o a description of the UDL considerations for the lesson included in the plan,

o student-centered opportunities for learning and higher-level thinking,

o a description of technology considerations for the lesson included in the plan, and

o a clear assessment(s) designed for measuring student attainment of objectives and standards

Video of the lesson taught

Scanned TESS-aligned formative observation form of the videoed lesson completed by your supervisor

Reflection on the lesson following a reflection guideline and a consideration of student learning

Principle A Standard 1 Principle B Standard 2 Principle C Standard 4

2b Establishing a Culture of Learning

2c Managing Classroom Procedures

2d Managing Student Behavior

2e Organizing Physical Space

3a Communicating with Students

3b Using questioning and Discussion Techniques

3c Engaging Students in Learning

3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

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MLED

Domain 4 – Professional Responsibilities TASK 3

AMLE Standards

4, 5

4a Reflecting on Teaching

A chart of student scores for the unit including pretest/pre-assessment, assessment scores from assignments within the unit, and posttest/post-assessment scores at the end of the unit.

Scanned student work for students who participated in the unit labeled as Student 1, Student 2, etc. (Do not include student names.). Include within these samples your student with exceptional learning needs, and label this student’s work “Student with Exceptional Learning Needs.”

A reflection concerning your assessment of student learning for the unit and potential changes that will occur in your future instruction based on this assessment.

Principle C Standard 4 Elements a, b, and c

Principle D Standard 5

4b Maintaining Accurate Records

4c Communicating with Families

Example(s) of letters to parents, newsletters, school blog links, parent-teacher conference evidence, etc. to show this effort.

Principle D Standard 5 Element c

4d Participating in a Professional Community

Evidence of service to the school or profession while completing the internship experience that goes beyond the classroom setting.

Professional meeting notes, minutes from meetings, conference attendance evidence, formative observation form evidence, etc.

Professional plan to improve in any area that needs to be improved based on lesson reflection, supervisor feedback, or student learning that considers professional organization resources (i.e., AMLE, etc.) and continuing education opportunities.

Principle D Standard 5 Elements a, b, and d 4e Growing and

Developing Professionally

4f Showing Professionalism

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Introduction Addressing the Organizational Foundation of Middle Level Education

This essay is your introduction to the exit portfolio. Indicate evidence from previous class work, projects and your internship as to how you have met the professional program standards for middle level education. Consider evidence from prior observations as well as evidence from your developing portfolio. Write at least a 3-5-page summary demonstrating specific evidence that you have met (or exceeded) the professional program standards for AMLE for middle level majors. As you address the five standards, make sure you include the following: Teaming Activities Use of a Flexible Schedule Advisory A curriculum that is challenging, exploratory and integrative. Developmental Characteristics of the Young Adolescent Service Learning Projects Parent Involvement/Community Involvement

PERFORMANCE-BASED STANDARDS FOR THE INITIAL LEVEL

PRINCIPLE A: THE LEARNER AND LEARNING Standard 1. Young Adolescent Development Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and use that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents. PRINCIPLE B: CONTENT Standard 2. Middle Level Curriculum Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. Middle level teacher candidates demonstrate their ability to assist all young adolescents’ in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.gl, race, ethnicity, culture, age, appearance, ability sexual orientations, socioeconomic status, family composition). Standard 3. Middle Level Philosophy and School Organization Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components. PRINCIPLE C: INSTRUCTIONAL PRACTICE Standard 4. Middle Level Instruction and Assessment Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and

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technologies to meet the learning needs of all young adolescent (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). PRINCIPLE D: PROFESSIONAL RESPONSIBILITIES Standard 5. Middle Level Professional Roles Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors. MAKE SURE THAT YOU PRECISELY AND EXPLICITLY CONNECT YOUR RESPECTIVE PROFESSIONAL PROGRAM STANDARDS WITH SPECIFIC EVIDENCE FROM YOUR PORTFOLIO THAT SHOWS YOU HAVE MET OR EXCEEDED THESE STANDARDS.

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MLED Exit Portfolio Introduction Rubric Standard Criteria 3

Highly

Effective

2 Acceptable

1 Unacceptable

Comment

Principal A: The Learner and Learning Standard 1. Young Adolescent Development

(AMLE Standard 1) The middle level teacher candidate provides

specific examples that indicate knowledge of the

intellectual, physical, social, emotional, and moral characteristics, needs and interests of the young

adolescents.

(AMLE Standard 2) The middle level teacher candidate demonstrates

responsiveness to young adolescents’ local, national, and international histories,

language/dialects, socioeconomic status, and family composition in all areas of instruction,

assessment and professional responsibilities.

Principal B: Content Standard 2 Middle Level Curriculum Standard 3 Middle Level Philosophy and School Organization

(AMLE Standard 2) The middle level teacher candidate provides

specific examples that indicate and understanding and the ability to design, implement, and evaluate

challenging, developmentally responsive

curriculum.

(AMLE Standard 2)

The middle level teacher candidate provides specific examples of the interdisciplinary nature of

knowledge that helps facilitate and implement

relevant, challenging, integrative and exploratory, and an information literate curriculum.

(AMLE Standard 3)

The middle level teacher candidate provides specific examples of the philosophical foundations

of developmentally responsive middle level programs and schools with a clear understanding

of the organizational components.

Principle C: Instructional Practice Standard 4. Middle Level Instruction and Assessment

(AMLE Standard 4) The middle level teacher candidate indicates data-

informed instruction, assessment and appropriate instructional strategies, information literacy and

technological skills.

Principle D: Professional Responsibilities Standard 5. Middle Level Professional Roles

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(AMLE Standard 5)

The middle level teacher candidate indicates practices and behaviors that develop their

competences as professionals.

Introduction Overview (AMLE Standard 1, 2, 3, 4, 5)

The information included in this organizational foundation summary including all of the key

components of middle level education and

addresses all professional program standards of AMLE initial licensure.

(AMLE Standard 5)

The middle level teacher candidate reflects upon the professional program standards and how they

are evident in the exit portfolio with highly reflective depth and much specificity.

(AMLE Standard 5)

The middle level teacher candidate’s written communication is very good (i.e., very few to no

errors present, thoughts are well presented, etc.)

1 – Unacceptable – insufficient evidence for the criteria 2 – Acceptable – sufficient evidence for the criteria 3 – Highly Effective – superior evidence for the criteria Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or Highly Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned above are rated Unacceptable, the task must be revised.

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TASK 1 Domain 1: Planning and Preparation

The goal for TASK 1 of the exit portfolio is to demonstrate that you have met criteria related to:

TESS Domain 1 – Planning and Preparation, Arkansas (InTASC) Teaching Standards (related to planning and preparation) AMLE Standards (related to planning and preparation)

Rubrics have been designed for this task based upon the standards appropriate for your program of study. The following pieces of evidence denoted in the table below are required for you to successfully complete this task. In TASK 1, you will demonstrate that you are able to professionally plan and prepare in order to positively impact and measure student learning. You will complete two artifacts to demonstrate your professional effectiveness. These include:

A Unit plan Assessments used in the unit A Case Study involving a young adolescent

Your unit should provide planned opportunities to engage the young adolescent in student-centered approaches to learning, in the use of appropriate technologies, and in standards-based and research-supported instruction in appropriate large and small group learning settings. The unit should also provide evidence that you have considered the diversity of your learners, their background knowledge, their learning preferences and/or intelligences, and their motivational needs. In addition to your unit plan, within TASK 1, you will include a copy of the assessment(s) that you will use/used during your unit of instruction. The assessments should include both:

Formal (e.g., an end-of-unit performance assessment, an end-of-unit traditional test, etc.) and

Informal (e.g., homework assignment, exit slips, cues, graphic organizers used [can use jpeg pictures of this], handouts, scenarios, pre-test, brainstormed list of applications by students, rubric for project or performance, etc.) examples.

Finally, you will include, within TASK 1, a case study involving a young adolescent. You will interview the young adolescent and make instructional adjustments in order to positively impact this student’s learning. You will denote what information you have collected and will provide evidence that you have systematically made and examined changes in order to improve this student’s learning within your classroom. The guidelines and scoring rubric for this requirement are denoted on the following pages. Specific requirements for the artifacts demonstrating your attainment of appropriate state and program standards are noted in the table provided below. As you consider these tasks, keep in mind that you will follow a similar process in your first year of employment where you will provide evidence of how you have met TESS Domain 1 – Planning and Preparation within your TESS portfolio. The present exit portfolio may be used to help you begin to prepare for this experience and to provide evidence that you have met the appropriate program and state standards for your field of study before exiting the Arkansas Tech University Education Program. For this task, you may use a variety of unit and lesson templates as long as they

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include all aspects delineated in the table below and outlined within the provided rubric for this task. If the template you wish to use does not consider all aspects denoted, you may add these aspects to your chosen template.

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Framework for

Teaching MLED

Domain 1 – Planning and Preparation TASK 1

AMLE Standards 1, 2, 4, and 5

1a Demonstrating Knowledge of Content and Pedagogy

1. A Unit Plan including at minimum:

demographic information of the class being taught,

a graphic organizer noting what will be taught in the unit,

a clear rationale for the unit, goals for the unit, a description of the UDL considerations for the

lessons included in the plan, a description of technology considerations for the

lessons included in the plan, and a set of lesson plans including well-designed

objectives and clear delineation of appropriate content and Arkansas Literacy Standards.

2. A Case Study involving a young adolescent (See rubric and guidelines below.)

Principle A Standard 1 Elements a, b, and c

Standard 2 Standard 5 Principle A Standard 1 Elements a, b, c, and d Principle C Standard 4 Principle D Standard 5

1b Demonstrating Knowledge of Students

1c Setting Instructional Objectives

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessments

3. Assessment(s) to be used in the unit plan including a table/matrix showing how your objectives are matched to the test items and/or the performance assessment requirements. Formal (see above description) Informal (see above description)

Principle A Standard 1 Element c

Principle C Standard 4 Elements b and c

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Unit Plan Rubric

Standard

Criteria

1

Unacceptable

2

Acceptable

3

Highly Effective

Comments

(AMLE

Standard 2, INTASC

Standard 4,

FFT 1a)

A rationale is not

included, or the rationale demonstrates no clear

importance for the

content/skills addressed in the unit.

A rationale is included

for the unit that mentions the

importance of the

information but does not show clear

connections to how this content/skills may

be used in real-life.

A well-developed

rationale for the Unit explaining why the

information or skills

taught in the unit are important for students to

know or be able to do. The rationale states

clearly how this content/

skills may be used in real-life.

(AMLE Standard 2,

INTASC

Standard 5, FFT 1a)

A graphic organizer is not included, or the

graphic organizer does

not connect to the concepts/content/ skills

being taught.

A graphic organizer is included that provides

for some

interconnectedness of the different

concepts/content/ skills to be taught in

the unit. The graphic

organizer demonstrates some

connection to the unit objectives and to what

was previously taught.

A well-developed graphic organizer that clearly

demonstrates the

interconnectedness of the different

concepts/content/ skills to be taught in the unit,

a clear connection to

your unit objectives/goals, and the

connections to what was taught before the unit

began.

(AMLE Standard 2

Element b, INTASC

Standard 1,

FFT 1b)

The teacher designs a lesson that is not

developmentally appropriate for the

students.

The teacher considers some developmental

characteristics and designs learning

experiences that are

mostly developmentally

appropriate with some challenge for students.

The teacher carefully considers learner

developmental levels, and designs

developmentally

appropriate and challenging learning

experiences.

(AMLE

Standard 2 Element b,

INTASC Standard 2,

FFT 1c)

The teacher does not

create a plan based on college and/or career-

ready standards (e.g., Arkansas Curriculum

Frameworks, Arkansas

Disciplinary Literacy Standards, Arkansas

Science Standards, etc.).

The teacher creates a

plan founded upon college and/or career-

ready standards that are mostly delineated

and implemented

(e.g., Arkansas Curriculum

Frameworks, Arkansas Disciplinary Literacy

Standards, Arkansas


The teacher creates a

plan founded upon college and/or career-

ready standards that are clearly delineated and

implemented (e.g.,

Arkansas Curriculum Frameworks, Arkansas

Disciplinary Literacy Standards, Arkansas


(AMLE

Standard 4, INTASC

The teacher creates

plans in which objectives are not well-written and

The teacher creates

plans that contain mostly well-written

The teacher creates

plans that contain well-written objectives

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Standard 2,

FFT 1c)

do not reach higher

levels of Bloom’s Taxonomy and do not

promote a depth of knowledge.

objectives, but the

objectives are generally written

below the “apply” level of Bloom’s Taxonomy

and sometimes

promote a depth of knowledge.

following appropriate

objective-writing guidelines including

several objectives written at the “apply” or higher

levels of Bloom’s

Taxonomy that consistently promote a

depth of knowledge.

(AMLE Standard 4,

INTASC Standard 7,

FFT 1d)

A unit of lesson plans is not included, or there is

no evidence that the plans make use of

appropriate

technologies.

A Unit of Lesson Plans (5-10 Lessons) is

provided. Evidence of some appropriate uses

of technology in

planning and for student engagement/

learning is present.

A Unit of Lesson Plans (5-10 Lessons) is

provided. Evidence of appropriate uses of

technology in planning

and for student engagement/learning is

present.

(AMLE

Standard 4,

Element b, INTASC

Standard 2, FFT 1e)

The teacher disregards

the diversity of the class

in his/her planning.

The teacher considers

some individual and

group diversity within his/her planning.

The teacher carefully

considers individual and

group diversity within his/her planning.

(AMLE Standard 1,

Element c, INTASC

Standard 2,

FFT 1e)

The teacher does not create plans that ensure

inclusive learning environments or that

help students reach high

standards.

The teacher creates plans that are

designed to mostly ensure inclusive

learning environments

that generally enable each learner to meet

high standards in some lessons (e.g.,

UDL considerations,

differentiation, etc.).

The teacher creates plans that are designed

to ensure inclusive learning environments

that enable each learner

to meet high standards in most lessons (e.g., UDL

considerations, differentiation, etc.).

(AMLE

Standard 2 Element a,

INTASC

Standard 4, FFT 1e)

The teacher generally

does not plan learning opportunities that make

the content/skills

accessible and meaningful for learners

to assure mastery of the content/skills.

The teacher generally

plans learning opportunities that

make the

content/skills accessible and

meaningful for learners to assure

mastery of the

content/skills, but this does not happen

predominantly in the plans.

The teacher consistently

plans learning opportunities that make

the content/skills

accessible and meaningful for learners

to assure mastery of the content/skills.

1 – Unacceptable – insufficient evidence for the criteria

2 – Acceptable – sufficient evidence for the criteria 3 – Highly Effective – superior evidence for the criteria

Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or Highly

Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned above are

rated Unacceptable, the task must be revised.

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Assessment Use Rubric

Standard

Criteria

1

Unacceptable

2

Acceptable

3

Highly Effective

Comments

(AMLE Standard 4

Element b,

INTASC Standard 7,

FFT 1c)

The teacher does not demonstrate

alignment in goals,

objectives, instructional activities,

and assessments used.

The teacher demonstrates

somewhat clear

alignment in goals, objectives, instructional

activities, and assessments used. A

table/matrix is provided

demonstrating this alignment.

The teacher demonstrates clear

alignment in rigorous

learning goals, well-developed objectives,

instructional activities, and assessments used.

A table/matrix is

provided demonstrating this alignment.

(AMLE Standard 4

Element c,

INTASC Standard 6,

FFT 1f)

The teacher does not submit an

assessment, of the

assessment submitted does not follow item-

writing guidelines, and/or the directions

are unclear within the

assessment.

The teacher submits a generally well-designed

formal assessment for

measuring student learning at the end of

the unit that mostly follows item-writing

guidelines and

directions within the assessment.

The teacher submits a well-designed formal

assessment that he or

she has personally created as a student

intern for measuring student learning at the

end of the unit that

clearly follows item-writing guidelines and

directions within the assessment.

(AMLE

Standard 4 Element c,

INTASC Standard 6,

FFT 1f)


submit informal assessments used in

the unit, or the informal assessments

do not align with the

unit, or the informal assessments used are

ineffective for use in formative

assessment.

The teacher submits

informal assessment examples used to

document student progress and to provide

formative assessment

opportunities within the unit that are mostly

effective for these purposes.

The teacher submits

informal assessment examples that he or she

has personally created as a student intern and

that are used to clearly

document student progress and to provide

formative assessment opportunities within the

unit.

(AMLE Standard 4

Element c, INTASC

Standard 6,

FFT 1f)

The assessments used within the unit

do not or very rarely provide opportunities

for students to think

critically and at higher levels.

A limited number of the assessments used in

the unit plan included opportunities or

students to think


The assessments used within the unit plan

include ample opportunities for

students to think


(AMLE


INTASC Standard 6,

FFT 1f)

Assessments do not

consider the developmental levels

of the students addressed and/or

their diversity.

Assessments generally

consider both the developmental levels of

the students addressed as well as the diversity

of the students

assessed.

Assessments clearly

consider both the development levels of

the students addressed as well as the diversity

of the students

assessed.


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2 – Acceptable – sufficient evidence for the criteria

3 – Highly Effective – superior evidence for the criteria

Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or Highly Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned above are

rated Unacceptable, the task must be revised.

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Middle Level Case Study for Middle Level Undergraduate Teacher Candidates

Case Study Guideline:

1. Complete a case study with a typical middle level student from your assigned classroom. The case

study is to be developed and implemented based on developmentally appropriate middle level

practices. The following must be included. Middle level characteristics must be exhibited when discussing the student’s (a) background,

(b) learning styles, (c) strengths/weaknesses, (d) interests, and (e) the method used for

intervention. At least three references from the Internet, must be cited in the body of the paper.

Collected data will be obtained through “student self-reporting” not through the efforts of

the teacher.

Data must be analyzed and presented in a graph.

Findings are to be discussed in relationship to the impact the intervention had on student

learning. The paper must be of professional quality using the Manual of the American Psychological

Association (APA style). (See rubric.)

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TASK 1

Planning and Preparation Rubric Middle Level Case Study for Middle Level Undergraduate Teacher Candidates

Unacceptable Acceptable Target AMLE

Standards

Point

Value

U

1

A

2

T

3

Developmental characteristics are not

indicated when

discussing the student’s background

learning styles, strengths/weaknesses,

interests, and

interventions.

Developmental characteristics are

adequately indicated

when discussing the student’s background

learning styles, strengths/weaknesses,

interests, and

intervention.

Developmental characteristics are

appropriately and

clearly indicated in all areas of the students’

background, learning styles,

strengths/weaknesses,

interests, and intervention.

1 /20

There are no references or only one

reference.

There are two references from the

Internet cited in the

body of the paper.

There are three references from the

Internet, and they are

cited in the body of the paper.

5 /10

There are inadequate

data about the intervention.

Data are collected

through efforts of the teacher.

Data are collected

through “student self-reporting.”

1, 4, 5 /20

Data are not analyzed or presented in a

graph.

Data are analyzed and presented in a graph.

Data are analyzed and presented in a graph.

The data are based on

developmentally appropriate middle

level practices.

1, 4, 5 /20

There is little or no indication of how the

intervention impacted student learning.

There is adequate indication of how the

intervention impacted student learning.

A clear and appropriate indication

of how the intervention impacted

student learning is presented.

1, 3 /20

The paper is not

professional and does not use APA Style.

The paper is adequate

in professionalism and uses APA Style.

The paper is of

professional quality and follows the APA

Manual.

1 /10

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TASK 2 Domain 2: The Classroom Environment and Domain 3: Instruction

The goal for TASK 2 of the exit portfolio is to demonstrate that you have met criteria relating to:

TESS Domain 2 – The Classroom Environment and TESS Domain 3 – Instruction

Arkansas (InTASC) Teaching Standards (related to the classroom environment and instruction)

AMLE Standards (related to the classroom environment and instruction)

Rubrics have been designed for this task based upon the standards appropriate for your program of study. The following pieces of evidence denoted in the table below are required for you to successfully complete this task. In TASK 2, you will demonstrate that you are able to effectively develop and manage a classroom environment and demonstrate appropriate instructional methods, strategies, and assessments in order to positively impact and measure student learning. You will submit four artifacts to demonstrate your professional effectiveness. These include:

Your standards-based, student-centered lesson plan designed for this lesson A video of the lesson taught A scanned TESS-aligned formative observation form completed by your

supervisor

A TESS-guided reflection You cannot successfully complete TASK 2 unless all four of the above are included. Your lesson should provide opportunities to engage students in student-centered approaches to learning, in the use of appropriate technologies, and in standards-based and research-supported instruction in appropriate large and small group learning settings. The lesson should also provide evidence that you have considered the diversity of your learners, their background knowledge, their learning preferences and/or intelligences, and their motivational needs. In addition, you should have clear evidence that an assessment was conducted within the lesson from which you could determine if your objectives were met. Your lesson plan implemented in this lesson should include appropriate standards and well-designed objectives and clearly delineated steps in your plan contingent upon the student-centered model of instruction you have chosen to use. Your plan should also include clear delineations of how UDL principles were considered in your plan and what technological tools were planned for use. You may use a chosen lesson plan template as long as each aspect noted is present. If you choose a lesson plan template that does not include these aspects, you will need to add them to the plan. For a summary of these requirements please see the table on the following page. Keep in mind that your instruction and classroom environment approaches should match what is included on the plan. As part of TASK 2, you will submit a video of the lesson that you have taught. This video must be submitted to your portfolio evaluator via mail or personal delivery in DVD or flash drive format. Taskstream contains limitation on the size of files that may be uploaded and downloaded for viewing. Therefore, the recording must be submitted manually.

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The final aspects of TASK 2 involves submitting your supervisor’s evaluation of your lesson taught and completing and submitting a self-evaluation of your lesson following the TESS-guided reflection form included on the following pages. Within this TESS-guided reflection form, you will include reflections pertaining to your supervisor’s comments concerning the classroom environment aspects and instruction demonstrated in your lesson. Specific requirements for the artifacts demonstrating your attainment of appropriate state and program standards are noted in the table provided below. As you consider these tasks, keep in mind that you will follow a similar process in your first year of employment where you will provide evidence of how you have met TESS Domain 2 – The Classroom Environment and TESS Domain 3 – Instruction in your TESS portfolio. The present exit portfolio may be used to help you begin to prepare for this experience and to provide evidence that you have met the appropriate program and state standards for your field of study before exiting the Arkansas Tech University Education Program.


MLED

Domain 2 – The Classroom Environment and Domain 3 – Instruction TASK 2

AMLE Standards 1, 2, and 4

2a Creating an Environment of Respect and Rapport

1. Lesson plan of the lesson taught including: o well-designed objectives and clear

delineation of appropriate content and Arkansas Literacy Standards

o a description of the UDL considerations for the lesson included in the plan,

o student-centered opportunities for learning and higher-level thinking,

o a description of technology considerations for the lesson included in the plan, and

o a clear assessment(s) designed for measuring student attainment of objectives and standards

2. Video of the lesson taught, 3. Scanned TESS-aligned formative observation

form of the videoed lesson completed by your supervisor

4. Reflection on the lesson following a reflection guideline and a consideration of student learning (See guidelines for TASK 2)

Principle A Standard 1 Principle B Standard 2 Principle C Standard 4

2b Establishing a Culture of Learning


2d Managing Student Behavior

2e Organizing Physical Space


3b Using questioning and Discussion Techniques


3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

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TESS-aligned Guided Reflection

You are to first rate your performance for each Domain 2 and Domain 3 Criteria based on the

Arkansas Teacher Excellence Support System Evaluation (TESS) Form. The form is found in

Appendix A: Arkansas TESS Evaluation Form in this exit portfolio manual. Then, complete

the reflection questions within the text boxes. TASK 2 cannot be successfully completed without

the completion of this guided reflection.

1. Mark the level that you would rate your performance for each of the TESS Domain 2 and

Domain 3 Criteria. For each one, “U” means “Unsatisfactory,” “B” means “Basic,” “P”

means “Proficient,” and “D” means “Distinguished.” You will select from “U,” “B,” or “P.”

Domain 2 Domain 3

U B P D U B P D

2a Creating an Environment of

Respect and Rapport


2b Establishing a Culture for

Learning

3b Using Questioning and

Discussion Techniques



2d Managing Student Behavior 3d Using Assessment in

Instruction

2e Organizing Physical Space 3e Demonstrating Flexibility and

Responsiveness

2. Concerning your rating for 2a Creating an Environment of Respect and Rapport, explain

why you gave yourself this rating based upon the video evidence of what you did with

your procedures in your lesson.

Response:

3. Concerning your rating for 2b Establishing a Culture for Learning, explain why you gave

yourself this rating based upon the video evidence of what you did in gaining the students

attention at the beginning of your lesson and focusing them on learning.

Response:

4. Concerning your rating for 2c Managing Classroom Procedures, explain why you gave

yourself this rating based upon the video evidence of what you did with your procedures

in your lesson.

Response:

5. Concerning your rating for 2d Managing Student Behavior, explain why you gave yourself

this rating based upon the video evidence of what you did with your procedures in your

lesson.

Response:

6. Concerning your rating for 2e Organizing Physical Space, explain why you gave yourself

this rating based upon the video evidence of what you did with your procedures in your

lesson.

Response:

22

7. Concerning your rating for 3a Communicating with Students, explain why you gave

yourself this rating based upon the video evidence of what you did at the beginning of

your lesson and during the activities that students completed during your lesson.

Response:

8. Concerning your rating for 3b Using Questioning and Discussion Techniques, explain why

you gave yourself this rating based upon the video evidence of what you did with your

questioning during the lesson.

Response:

9. Concerning your rating for 3c Engaging Students in Learning, explain why you gave

yourself this rating based upon the video evidence of what you did during the activities

that the students completed during your lesson.

Response:

10. Concerning your rating for 3d Using Assessment in Instruction, explain why you gave

yourself this rating based upon the video evidence of what you did during the activities

that the students completed during your lesson and how you assessed their learning

through your assessment approach.

Response:

11. Concerning your rating for 3e Demonstrating Flexibility and Responsiveness, explain why

you gave yourself this rating based upon the video evidence of what you did during the

activities that the students completed during your lesson.

Response:

12. Describe briefly (one to two paragraphs) how you implemented the principles of UDL,

considered learner developmental levels, and considered learner diversity within your

lesson.

Response:

13. Describe briefly (one to two paragraphs) how you used appropriate technology(ies) within

your lesson to create an effective learning environment. If technology was not available,

describe how you could use it if it was available to create an effective learning

environment.

Response:

14. Describe briefly (one to two paragraphs) how your students demonstrated that they met

the objectives and the standards that you had considered for your lesson.

Response:

15. Describe briefly (one to two paragraphs) how you will modify what you are doing in the

future based upon student learning observed, supervisor feedback, and self-reflection

concerning this lesson

Response:

23


Rubric

Standard Criteria

1 Unacceptable

2 Acceptable

3 Highly Effective

Comments

(AMLE


INTASC Standard 2,

FFT 1b)

Teacher does not

provide evidence to demonstrate that

students’ prior knowledge has been

considered.

Teacher provides

somewhat limited evidence to

demonstrate that students’ prior

knowledge has been

considered.

Teacher provides

sufficient and clear evidence to demonstrate

that students’ prior knowledge has been

considered.

(AMLE

Standard 4

Element b, INTASC

Standard 8, FFT 3a, 3e)

The teacher’s

communication with

students is predominantly unclear,

and there is little to no flexibility and/or

responsiveness demonstrated.

The teacher mostly

communicates

effectively with the students and

demonstrates some flexibility and

responsiveness during instruction.

The teacher

communicates effectively

with the students and demonstrates flexibility

and responsiveness during instruction.

(AMLE

Standard 4, Element d,

INTASC

Standard 3, FFT 2c, 2d,

2e)


manage the classroom well. Major

misbehaviors are

noted and/or minor misbehaviors are not

addressed effectively.

The teacher manages

the classroom in a primarily effective

way. The majority of

minor misbehaviors are handled quickly

and effectively. No major issues are

observed.

The teacher manages

the classroom in a highly effective behavior with

little to no student

misbehavior. If minor misbehavior occurs, it is

handled quickly and effectively.

(AMLE Standard 1,

Element a and

Element d,

INTASC Standard 1,

FFT 1b)

The teacher does not demonstrate an

understanding of the developmental levels

of his/her students

and/or does not follow the plan delineated as

related to developmental levels

of the students.

The teacher demonstrates some

understanding of development to design

and implement his/her

lesson, and the lesson generally follows the

plan in considering the developmental levels

of the students.

The teacher uses understanding of

development to design and implement a lesson

that is appropriate to the

students’ developmental levels following the

lesson plan developed.

(AMLE Standard 1,

Element b, INTASC

Standard 2,

FFT 2a)

Evidence is not present that the

teacher considered UDL principles and an

understanding of

diversity and students’ prior knowledge to

insure an inclusive learning environment.

The teacher considers UDL principles and an

understanding of diversity and students’

prior knowledge to

insure an inclusive learning environment

with high standards for learning, but these

considerations are not

clearly delineated on the plan.

The teacher uses and clearly delineates on

his/her plan UDL principles and an

understanding of

diversity and students’ prior knowledge to

insure an inclusive learning environment

with high standards for

learning.

24

(AMLE

Standard 4 Element d,

INTASC Standard 3,

FFT 2b)


make effective use of the technology that is

available to assist in creating an effective

learning environment.

If technology is not available, the teacher

does not address how he or she might use

technology in the

lesson if it was available to promote

an effective learning environment.

The teacher makes

somewhat effective use of the technology

that is available to assist in creating an

effective learning

environment. If technology is not

available, the teacher provides some

explanation of how he

or she might use technology in the

lesson if it was available to promote

an effective learning

environment.

The teacher makes

effective use of the technology that is

available to assist in creating an effective

learning environment. If

technology is not available, the teacher

provides detailed explanation of how he or

she might use

technology to promote student learning in the

lesson if it was available to promote an effective

learning environment.

(AMLE

Standard 2, Element a,

AMLE

Standard 4 Element d

INTASC Standards

3, 4, FFT

2b, 3c)


demonstrate an acceptable level of

his/her content area

and/or does not provide any

meaningful learning opportunities where

social interaction,

active engagement, and/or motivation

occurs.

The teacher

demonstrates an acceptable level of

his/her content area

and provides learning opportunities for

students that are somewhat meaningful

where some social

interaction, active engagement, and

motivation occurs.

The teacher

demonstrates a strong understanding of his/her

content area that is used

to provide a meaningful learning opportunity for

students that encourages positive

social interaction, active

engagement, and motivation of learners.

(AMLE

Standard 4

Element b, INTASC

Standard 5, FFT 3b, 3c)


provide opportunity

for higher-level thinking and/or does

not provide any connections to real-

life.

The teacher provides

opportunity for some

higher-level thinking at times during the

lesson and provides occasional real-life

explanations within

the lesson.


opportunities for learners

to critically think, create, and/or problem solve

with real-life connections to and/or applications of

the content.

(AMLE


INTASC

Standard 6, FFT 3d)

The teacher ignores

the use of assessment within the lesson.

The teacher relies on

anecdotal forms of assessment to

determine if learning

has occurred.

The teacher effectively

uses assessment(s) to determine if appropriate

learning has occurred.

(AMLE


INTASC Standard 7,

FFT 1c, 1e,

1f)

The teacher’s plan

does not demonstrate alignment between

standards, objectives, learning activities,

and/or assessments

used.

The teacher’s plan is

mostly aligned, and objectives are mostly

well-designed and connected with

learning activities and

assessment(s) used.

The teacher’s plan

demonstrates alignment between appropriate

learning standards, well-developed objectives,

instructional activities,

and assessment(s) used.

25

(AMLE


Standard 5 Element d,

INTASC

Standard 9, FFT 4a, 4d,

4e, 4f)

The teacher’s guided

reflection ignores feedback from the

evaluator, does not address learning of the

students, contains

little to no reflective depth and/or the

attainment of standards and/or

objectives by the

students is not considered in the

reflection.


TESS-aligned reflection contains

some reflective depth, is professional in

design, and somewhat

considers the evaluation results

provided by his/her supervisor. Student

learning is somewhat

addressed, but it is not addressed explicitly as

related to standards and objectives.


TESS-aligned reflection is highly reflective,

professional, and considers the evaluation

results provided by

his/her supervisor. The teacher also specifically

cites and discusses the evidence of student

learning based upon the

lesson objectives and state standards outlined.


2 – Acceptable – sufficient evidence for the criteria 3 – Highly Effective – superior evidence for the criteria

Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or

Highly Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned

above are rated Unacceptable, the task must be revised.

26

TASK 3 Domain 4: Professional Responsibilities

The goal for TASK 3 of the exit portfolio is to demonstrate that you have met criteria relating to:

TESS Domain 4 – Professional Responsibilities Arkansas (InTASC) Teaching Standards (related to professional responsibilities) AMLE Standards (related to professional responsibilities)

Within this task, you will demonstrate your ability to analyze and reflect upon student learning while maintaining records of this learning. You will also provide evidence that you are communicating with families, participating as a professional, and considering how you may improve in the future based on feedback from your supervisor(s), your own self-evaluation, and from what you observe in student learning. You will include the following:

A chart/grade book record demonstrating a classroom set of students with the names removed. Within this chart, you will include student pretest/pre-assessment scores, scores on assignments used within the unit, and posttest/post-assessments scores completed at the end of you unit of instruction.

At least four students’ scanned work including their pretest/pre-assessment work that has been scored, assignments used within the unit that have been scored, and posttest/post-assessment work that has been scored. Included in these work samples needs to be your needs to be your student with special RTI considerations (student with exceptional learning needs) work. Label these as Student 1, Student 2, etc. Label your student with exceptional learning needs as “Student with Exceptional Learning Needs.”

A 1 to 1 ½ page reflection of your students’ learning discussing how they did on their pretest/pre-assessment scores versus their posttest/post-assessment scores, what this tells you about their meeting of your objectives and standards you have set in your unit, and what you will do in the future based on these results.

Scanned copies of communication or potential communication efforts with parents. See the chart below for more details. See notes in chart on next page.

Scanned copies of evidence of your attendance at professional development meetings, team-planning meetings, school service initiatives, minutes from school meetings demonstrating your participation, etc. On these, be certain to include evidence that you attended through a signed note, certificate, name appearance on minutes, comments from supervisors, etc. See notes in chart on next page.

A 1 to 1 ½ page plan delineating areas you will seek to improve based on the learning of students, feedback from your supervisor(s), and/or self-evaluation of your teaching. This plan should also include ways in which you will specifically seek to improve these areas.

Specific requirements for the artifacts demonstrating your attainment of appropriate state and program standards are noted in the table provided below. As you consider these tasks, keep in mind that you will follow a similar process in your first year of employment where you will provide evidence of how you have met TESS Domain 4 – Professional Responsibilities in your TESS portfolio. The present exit portfolio may be used to help you begin to prepare for this experience and to provide evidence that you have met the appropriate program and state standards for your field of study before exiting the Arkansas Tech University Education Program.

27


MLED

Domain 4 – Professional Responsibilities TASK 3

AMLE Standards

4, 5

4a Reflecting on Teaching

1. A chart of student scores for the unit including pretest/pre-assessment, assessment scores from assignments within the unit, and posttest/post-assessment scores at the end of the unit.

2. Scanned student work for students who participated in the unit labeled as Student 1, Student 2, etc. (Do not include student names.). Include within these samples your student with exceptional learning needs, and label this student’s work “Student with Exceptional Learning Needs.”

3. A reflection concerning your assessment of student learning for the unit and potential changes that will occur in your future instruction based on this assessment. Within this discussion, you must discuss the specific content-area technologies you used to engage and impact student learning and which ones you will use in future instruction based on your students’ learning in this unit.

Principle C Standard 4 Elements a, b, and c

Principle D Standard 5

4b Maintaining Accurate Records

4c Communicating with Families

4. To demonstrate communication with parents, evidence such as the following would be beneficial:

Example(s) of letters to parents, newsletters, school blog links

Parent-teacher conference evidence (e.g., parent sign-ins)

Copies of emails to and from parents Any electronic or hardcopy communications with

parents 5. Evidence of service to the school or profession while

completing the internship experience that goes beyond the classroom setting such as the following (have supervisor sign-off that you participated in events on a flyer, bulletin, notes, minutes, etc. to scan): Participation in after-school events hosted by the

school/district (e.g., Math Nights, Literacy Nights, etc.)

Assistance in school clubs Participation in service at extracurricular events (e.g.,

concession stand, assisting in Booster clubs, etc.)

School event planning and participation (e.g., school dances, school talent shows, etc.)

Examples of collaborating in online or face-to-face environments with other professionals to solve school problems/make progress.

Principle D Standard 5 Element c

4d Participating in a Professional Community

Principle D Standard 5 Elements a, b, and d

28

4e Growing and Developing Professionally

6. Professional growth/development may be shown by such activities as the following (have supervisor sign-off that you participated): Professional meeting notes and/or minutes from

faculty meetings

Conference and/or professional development evidence Changes made due to feedback from colleagues

and/or other experts in the field 7. Professional plan to improve in any area that needs to be

improved based on lesson reflection, supervisor feedback, or student learning that considers professional organization resources (i.e., NCTE, NCTM, NSTA, etc.) and continuing education opportunities.

4f Showing Professionalism

29

TASK 3

Domain 4: Professional Responsibilities AMLE Standard 4

Assessment of Student Learning Rubric

Standard Criteria 1

Unacceptable

2

Acceptable

3

Highly Effective

Comments

(AMLE Standard 4)

The middle level teacher candidate provides a

table of class scores and

evaluated work samples of 3-4 typical students

and one exceptional student (from Task 1

with special RTI

considerations) (with citation of adaptations)

for pre-, mid-, and post-unit evaluation of

learning.

The middle level

teacher does not provide a table of

class scores or is

missing scores for typical students or

for a student with special RTI

considerations

(i.e., exceptional learning needs).

The middle level

teacher provides a table of class scores

and evaluated work

samples of 3-4 typical students and

one student with special RTI

considerations (i.e.,

exceptional learning needs) for pre-,

mid-, and post-unit evaluation of

learning.

The middle level

teacher provides a table of class scores

and evaluated work

samples with teacher comments of 3-4

typical students and one student with

special RTI

considerations (i.e., exceptional learning

needs) for pre-, mid-, and post-unit

evaluation of learning.

(AMLE Standard 4

Element a) The middle level teacher

candidate effectively uses

assessment strategies for the subject area s/he is

teaching.

The middle level

teacher does not use multiple

methods of

assessment tools, or the tools do not

provide adequate opportunity to

monitor learner progress and

instructional

approaches used.

The middle level

teacher uses multiple methods of

adequately-designed

assessment tools to monitor learner

progress and the effectiveness of the

instructional approaches used.

The middle level

teacher uses multiple methods of well-

designed assessment

tools with multiple opportunities for

higher-level thinking to monitor learner

progress and the effectiveness of the

instructional

approaches used.

(AMLE Standard 4

element b)

The middle level teacher candidate employs a wide

variety of effective teaching, learning, and

assessment strategies

that are effective in the subjects they teach.

The middle level

teacher does not

use a variety of effective teaching,

learning, and assessment

strategies that are

effective in the subjects they

teach.

The middle level

teacher uses a

variety of adequately-

implemented teaching, learning,

and assessment

strategies that are effective in the

subjects they teach.

The middle level

teacher uses a variety

of well-implemented teaching, learning,

and assessment strategies that are

effective in the

subjects they teach.

(AMLE Standard 4

Element 4 c)

The middle level teacher candidate provides a 1 to

1 ½ page specific and detailed analysis of the

data addressing the

following: “Did the young adolescents learn, and

what evidence you have that they learned?

The middle level

teacher does not

address the learning of

students or attainment of

objectives and

standards delineated based

on assessment results.

The middle level

teacher provides a 1

to 1 ½ page general analysis addressing

whether or not the students learned

and provided

evidence of meeting objectives and

standards delineated based on

assessment results.

The middle level

teacher provides a 1

to 1 ½ page specific analysis addressing

whether or not the students learned and

provided evidence of

meeting objectives and standards

delineated based on assessment results.

30

1 – Unacceptable – insufficient evidence for the criteria 2 – Acceptable – sufficient evidence for the criteria

3 – Highly Effective – superior evidence for the criteria

Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or

Highly Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned above are rated Unacceptable, the task must be revised.

(AMLE Standard 4

Element 4 c) Within the 1 – 1 ½ page

analysis, the middle level teacher candidate

provides specific and

detailed analysis of the data addressing what he

or she would do in future planning based upon

these results?” Within this

reflection the teacher candidate discusses the

content-specific technologies used.

The middle level

teacher does not address what

he/she will do in future instruction

based upon the

results of the assessments

and/or does not reflect on what

the results mean

concerning the effectiveness of

his/her instruction.

Within the 1 to 1 ½

page analysis, the middle level teacher

reflects upon the effectiveness of the

instructional

approaches including content-

specific technologies used and discusses

general ways in

which he/she might revise this practice

in the future to ensure student

success (e.g.,

collaboration with others, professional

development, etc.).

Within the 1 ½ page

analysis, the middle level teacher

carefully reflects upon the

effectiveness of the

instructional approaches including

content-specific technologies used

and discusses specific

ways in which he/she might revise this

practice in the future to ensure student

success (e.g.,

collaboration with others, professional

development, etc.).

(AMLE Standard 5)

The middle level teacher

candidate’s oral and written communication is

very good (i.e., very few to no errors present,

thoughts are well

presented, etc.).

The middle level

teacher’s written

communication is unclear with a

number of errors present.

The middle level

teacher’s written

communication is acceptable with few

errors and primarily clear

communication.

The middle level

teacher’s written

communication is very good with very

few to no errors present and very

clear communication.

31

TASK 3 Domain 4: Professional Responsibilities

Communication, Service, and Growth Rubric

Standard

Criteria

1

Unacceptable

2

Acceptable

3

Highly Effective

Comments

(AMLE

Standard 5 Element

c, INTASC

Standard 10, FFT

4c)


fewer than 3 communication

tools/approaches used to

communicate (or that could be used to

communicate) with families, and/or essential

information is absent in

the attempted communications.


evidence (paper scan or digital) of 3 or more

communication

tools/approaches used to communicate (or

that could be used to communicate) with

families that provide

necessary information. Opportunities for two-

way communication are limited or are not

present.


evidence (paper scan or digital) of 3 or

more well-designed

communication tools/approaches

used to communicate (or that could be

used to

communicate) with families that provide

necessary information and clear and

consistent opportunities for two-

way communication

between the teacher and the families.

(AMLE

Standard 5 Element

d, INTASC Standard

10, FFT 4d)


provide evidence that he or she has participated in

service initiatives while at the school or community

in which he or she is interning.


evidence (paper scan or digital) that he or she

has participated in 1 service initiative at the

school or community in which he or she is

interning.


evidence (paper scan or digital) that he or

she has participated in 2 or more service

initiatives at the school or community

in which he or she is

interning.

(AMLE

Standard

5 Element a, INTASC

Standard 9, FFT 4e)


provide evidence that he

or she has participated in activities that

demonstrate professional participation and

development.


evidence (paper scan or

digital) of 1-2 activities that demonstrate

professional participation and

development while

completing the internship.


evidence (paper scan

or digital) of 3 or more activities that

demonstrate professional

participation and

development while completing the

internship.

(AMLE

Standard

5 Element b, INTASC

Standard 9, FFT 4f)


provide a 1 to 1 ½ page

professional growth plan or does not connect the

plan to student learning, self-evaluation, or

supervisor(s) feedback.

The teacher provides a

1 to 1 ½ page

professional growth plan with general ideas

of how he or she will continue to improve as

a professional and that

is somewhat related to his or her self-

evaluation, supervisor(s) feedback,

and/or student learning. The teacher


a 1 to 1 ½ page

professional growth plan with detailed

specifics of how he or she will continue to

improve as a

professional and that is specifically related

to his or her self-evaluation,

supervisor(s) feedback, and/or

32

1 – Unacceptable – insufficient evidence for the criteria 2 – Acceptable – sufficient evidence for the criteria 3 – Highly Effective – superior evidence for the criteria Note: The majority of the Standard Criteria mentioned above must be rated at the Acceptable or Highly Effective levels to successfully pass the task. If the majority of Standard Criteria mentioned above are rated Unacceptable, the task must be revised.

generally notes and

considers professional organization resources

(i.e., AMLE, CAEP-ELED, NCTM, NCTE,

NSTA, etc.) and

continuing education opportunities.

student learning. The teacher specifically notes and

considers professional organization

resources (i.e., AMLE,

CAEP-ELED, NCTM, NCTE, NSTA, etc.)

and continuing education

opportunities.

(AMLE Standard

5 Element

d, INTASC Standard

9, FFT 4f)

The teacher’s written communication is unclear

with a number of errors

present.

The teacher’s written communication is

acceptable with few

errors and primarily clear communication.

The teacher’s written communication is

very good with very

few to no errors present and very

clear communication.

33

Appendix A: Arkansas TESS Evaluation Form

To access the form, please click on the following URL: https://goo.gl/AOtGcO.

https://goo.gl/AOtGcO

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